Dark Triad and COVID-19 vaccine hesitancy: the role of conspiracy beliefs and risk perception.

With the spread of the Coronavirus Disease-2019 (COVID-19) pandemic, the mass vaccination plan represents the primary weapon to control the infection curve. Unfortunately, vaccine hesitancy also spread out worldwide. This led to exploring the critical factors that prevent vaccination from improving the efficacy of vaccine campaigns. In the present study, the role of the Dark Triad (psychopathy, Machiavellianism, and narcissism) in vaccine hesitancy was investigated, considering the sequential mediating effects of conspiracy beliefs and risk perception. Via a cross-sectional design, the study was conducted with 210 participants surveyed using an online questionnaire to assess the Dark Triad, vaccine hesitancy, conspiracy beliefs, risk perception, and a set of demographic and socio-cultural control variables. Results showed that conspiracy beliefs and risk perception fully mediated the association between the Dark Triad and vaccine hesitancy. This finding suggested that albeit personality accounts for individual differences in human behaviour, vaccine hesitancy is also affected by irrational and false beliefs that, in turn, weaken the risk perception associated with COVID-19. Implications and future research directions were discussed.

Individuals with highly superior autobiographical memory do not show enhanced creative thinking.

Creative ideas are thought to result from flexible recombination of concepts from memory. A growing number of behavioural and neuroscientific studies provide evidence of a link between episodic memory and divergent thinking; however, little is known about the potential contributions of autobiographical memory to creative ideation. To provide a novel perspective on this issue, we assessed measures of divergent and convergent creative thinking in a cohort (n = 14) of rare individuals showing Highly Superior Autobiographical Memory (HSAM). The HSAM cohort completed memory tasks in addition to a battery of creativity measures, including the Alternative Uses Task, Consequences Task and Remote Associates Task. We performed statistical analyses to establish whether there were any significant differences between HSAM and controls (n = 28) across these measures. Although HSAM participants were superior in the recall of autobiographical events compared to controls, we observed no overall difference between the groups in relation to the creativity measures. These findings suggest that the constructive episodic processes relevant to creative thinking are not enhanced in individuals with HSAM, perhaps because they are compulsively and narrowly focused on consolidation and retrieval of autobiographical events.

Divergent thinking and the core executive functions: a state-of-the-art review.

The study of the relationships between divergent thinking and the core executive functions is long standing. However, the literature on this topic is not conclusive. The present review was aimed to clarify the extent to which divergent thinking is related to the core executive functions, namely inhibition, working memory and cognitive flexibility. The main findings showed that divergent thinking is supported by inhibition in terms of flexible attention changes. Working memory appears to play a key role in enabling semantic associations when the focus of attention is narrowed. Then, although cognitive flexibility is a key element of divergent thinking, only a few studies independently investigated its contribution. Taken together, the results suggest that divergent thinking relies on the ability to switch between different mechanisms according to the individual's ability and task demands. Future research directions are also discussed.

Divergent thinking in Italian elementary school children: the key role of probabilistic reasoning style.

Divergent thinking is widely recognised as an individual creative potential and an essential factor in fostering creativity since the early stages of life. Albeit previous research revealed that creativity could be pursued through controlled mental processes (e.g. reasoning), the debate about the impact of children's reasoning on divergent thinking and, ultimately, creativity is still open. The present study sought to deepen the relationships between probabilistic reasoning and divergent thinking in a sample of 106 Italian children (meanage = 8.64, SDage = 1.34; 58 F). The Beads Task was used to evaluate probabilistic reasoning, whereas the Alternative Uses Task was administered to assess divergent thinking. Results revealed that analytical, slow, and effortful forms of thought underpinned by high probabilistic competencies predict children's divergent production. These findings suggest that a higher score for divergence of thinking depends on a high involvement of reasoning style, which in this study relies on the ability to make probabilistic decisions in ambiguous situations. Future research directions were discussed.

Validation of the Italian Remote Associate Test.

The scientific approach to the study of creative problem solving has shifted from using classic insight problems (e.g., the Nine-dots problem), towards sets of problems that have more robust psychometric properties, such as the Remote Associate Test (RAT). Because it is homogeneous, compact, quickly solvable, and easy to score, the RAT has been used more frequently in recent creativity studies. We applied the Item Response Theory (IRT) to develop an Italian version of this task. The final 51-item test was reliable (α = .89) and provided information over a wide range of ability levels, as revealed by the IRT analysis. The RAT correlated with five measures of creative performance: The Raven's Standard Progressive Matrices (SPM), three classic insight problems, a set of anagrams purposefully developed, the fluency and flexibility scores of the Alternative Uses Task (AUT), and the Creative Achievements Questionnaire (CAQ). The new measure provided is meant to encourage the study of creativity and problem solving in the Italian language.

Does spatial cognitive style affect how navigational strategy is planned?

People orient themselves in the environment using three different, hierarchically organized, spatial cognitive styles: landmark, route, and survey. Landmark style is based on a representation encompassing only visual information (terrain features); route style is based on a representation that connects landmarks and routes using an egocentric (body-centred) frame of reference; survey style is based on a global map-like representation that mainly involves an allocentric (world-centred) frame of reference. This study was aimed at investigating whether individual spatial cognitive style affected the way to plan a path when searching for a lost object. Participants with landmark, route, and survey style were assessed with an ecological navigational planning task (the Key Search Task), which required planning a strategy to search for the lost key in a hypothetical wide squared field. Results showed that spatial cognitive styles were associated to different navigational planning strategies, although the time to complete the Key Search Task was comparable across the styles. As revealed by the Key Search Task score, survey style individuals were the best navigational planners, route style individuals were less efficient and landmark style individuals were the least efficient. These results suggest that spatial cognitive style has effects on navigational planning. Implications for clinical settings, such as for developmental topographical disorientation, are discussed.

How does environmental knowledge allow us to come back home?

Herein, we investigate how the three types of mental spatial representation (landmark, route and survey) are reorganized to perform wayfinding and homing behaviour. We also investigate the contribution of visuo-spatial working memory in reaching and in vista space in performing the retracing of the path. For this purpose, we asked 68 healthy college students to learn and come back along an unknown path in a real environment and to perform two different forward and backward working memory tasks, one in the reaching space (Corsi Block-Tapping Test) and the other in a vista space (Walking Corsi Test). The results show that participants performed better when travelling the route forward (which corresponds to the originally learned direction) than when travelling the route backward (return path) and that working memory in vista space is crucial for both wayfinding and homing behaviour, while the working memory for reaching space contributes only to homing behaviour. Although homing behaviour is an early mechanism in navigation shared among many species, it represents a very complex behaviour that requires both topographic and visuo-spatial memory as well as the first two levels of environmental knowledge.

The format of mental imagery: from a critical review to an integrated embodied representation approach.

The issue of the format of mental imagery is still an open debate. The classical analogue (depictive)-propositional (descriptive) debate has not provided definitive conclusions. Over the years, the debate has shifted within the frame of the embodied cognition approach, which focuses on the interdependence of perception, cognition and action. Although the simulation approach still retains the concept of representation, the more radical line of the embodied cognition approach emphasizes the importance of action and clearly disregards the concept of representation. In particular, the enactive approach focuses on motor procedures that allow the body to interact with the environment, whereas the sensorimotor approach focuses on the possession and exercise of sensorimotor knowledge about how the sensory input changes as a function of movement. In this review, the embodied approaches are presented and critically discussed. Then, in an attempt to show that the format of mental imagery varies according to the ability and the strategy used to represent information, the role of individual differences in imagery ability (e.g., vividness and expertise) and imagery strategy (e.g., object vs. spatial imagers) is reviewed. Since vividness is mainly associated with perceptual information, reflecting the activation level of specific imagery systems, whereas the preferred strategy used is mainly associated with perceptual (e.g., object imagery) or amodal and motor information (e.g., spatial imagery), the format of mental imagery appears to be based on dynamic embodied representations, depending on imagery abilities and imagery strategies.

How would you describe a familiar route or put in order the landmarks along it? It depends on your cognitive style!

Cognitive style refers to the preference in perceiving, organizing and remembering information. Different cognitive styles have been identified across the years. Amongst others, field-dependence/independence cognitive style is the extent to which the person perceives part of a field as discrete from the surrounding environment as a whole, rather than embedded in the field. Instead, visualizer/verbalizer cognitive style involves the preference in processing visual versus verbal information. Both cognitive styles can influence navigational behaviour. The present study aimed at clarifying the extent to which field-dependence/independence and visualizer/verbalizer cognitive styles affect route-based navigational tasks. Therefore, 44 healthy participants from L'Aquila City were assessed for their cognitive styles and were asked to perform two different navigational tasks: reorder paths using a series of photos depicting landmarks from L'Aquila (visually presented task, visual path task-VisPT); orally describe specific paths of L'Aquila (verbally presented task, verbal path task-VerPT). Results showed that the field-independence cognitive style predicted response times of VisPT, whereas the visualizer/verbalizer cognitive style predicted the instructions given when performing the VerPT, namely, the number of metrical distance indicators provided by participants. By investigating two different cognitive styles, the study clarifies that field-dependence/independence and visualizer/verbalizer cognitive styles can play a different role in spatial navigation and suggests that the material by which a navigational task is presented affects its performance.

Verbal and visual divergent thinking in aging.

According to the peak and decline model divergent thinking declines at a specific age (in or after middle age). However, if divergent thinking declines steadily in aging still has to be clarified. In order to explore the age-related changes in verbal and visual divergent thinking, in the present study a sample of 159 participants was divided in five age groups: young adults (18-35 years), middle-aged adults (36-55), young old (56-74), old (75-85) and the oldest-old (86-98). Two divergent thinking tasks were administered: the alternative uses for cardboard boxes, aimed at assessing verbal ideational fluency, flexibility and originality; the completion drawing task, aimed at assessing visual ideational fluency, flexibility and originality. Results showed that after peaking in the young adult group (20-35 years) all components of verbal and visual divergent thinking stabilized in the middle-aged adult group (36-55 years) and then started declining in the young old group (56-75). Interestingly, all components were found to be preserved after declining. Yet, verbal and visual divergent thinking were found at the same extent across age groups, with the exception of visual ideational fluency, that was higher in the young old group, the old group and the oldest-old group than verbal ideational fluency. These results support the idea that divergent thinking does not decline steadily in the elderly. Given that older people can preserve to some extent verbal and visual divergent thinking, these findings have important implications for active aging, that is, divergent thinking might be fostered in aging in order to prevent the cognitive decline.

Mental imagery skills predict the ability in performing environmental directional judgements.

Mental imagery plays a crucial role in several cognitive processes, including human navigation. According to the Kosslyn's Model, mental imagery is subserved by three components: generation, inspection and transformation. The role of transformation, where by individuals recognise, from a different perspective, a place they have already visited, is no longer a matter of debate. However, the role of the other two components when recalling a map from different perspectives, has never been fully investigated. In the present study, we enrolled forty-nine college students and asked them to learn a schematic map and to provide directional judgements aligned or counter-aligned compared to the learnt map orientation. Their mental imagery generation, inspection and transformation skills were also investigated. Results demonstrated that all three visual mental imagery components negatively correlate with errors in providing directional judgements. Specifically, generation assumes a role in aligned directional judgements, while inspection and transformation predict the capability to provide counter-aligned directional judgements. Although all mental imagery components play a role in mentally recalling a map, only the proficiency in inspection and mental rotation can predict the accuracy in changing perspective.

Sex differences in visuospatial and navigational working memory: the role of mood induced by background music.

Sex differences in visuospatial abilities are long debated. Men generally outperform women, especially in wayfinding or learning a route or a sequence of places. These differences might depend on women's disadvantage in underlying spatial competences, such as mental rotation, and on the strategies used, as well as on emotions and on self-belief about navigational skills, not related to actual skill-levels. In the present study, sex differences in visuospatial and navigational working memory in emotional contexts were investigated. Participants' mood was manipulated by background music (positive, negative or neutral) while performing on the Corsi Block-tapping Task (CBT) and Walking Corsi (WalCT) test. In order to assess the effectiveness of mood manipulation, participants filled in the Positive and Negative Affect Schedule before and after carrying out the visuospatial tasks. Firstly, results showed that after mood induction, only the positive affect changed, whereas the negative affect remained unconfounded by mood and by sex. This finding is in line with the main effect of 'group' on all tests used: the positive music group scored significantly higher than other groups. Secondly, although men outperformed women in the CBT forward condition and in the WalCT forward and backward conditions, they scored higher than women only in the WalCT with the negative background music. This means that mood cannot fully explain sex differences in visuospatial and navigational working memory. Our results suggest that sex differences in the CBT and WalCT can be better explained by differences in spatial competences rather than by emotional contexts.

Situated navigational working memory: the role of positive mood.

The perspective of situated cognition assumes that cognition is not separated from the context. In the present study, the issue if visuospatial memory and navigational working memory are situated was explored by manipulating participants' mood (positive, negative and neutral) while performing two different tasks. College students were randomly assigned to the group of positive, negative or neutral music. Participants filled out the positive and negative affect schedule (PANAS) before and after carrying out the Corsi Test and the Walking Corsi Test. Both tasks were performed forward and backward. Music was played throughout the memory tasks. Firstly, comparing pre-mood induction PANAS scores to post-mood induction PANAS scores, results showed that only positive affects were manipulated: After mood induction, the Positive Music Group produced higher scores, whereas the Negative Music Group produced lower scores than before mood induction; the Neutral Music Group produced no effect. Secondly, the Positive Music Group produced higher scores than Negative and Neutral Music Groups both at the Corsi Test and at the Walking Corsi Test. These results show that situational contexts that induce a specific mood can affect visuospatial memory and navigational working memory, and open to the idea that positive emotions may play a crucial role in enhancing navigational strategies.

The representation of conceptual knowledge: visual, auditory, and olfactory imagery compared with semantic processing.

Two experiments comparing imaginative processing in different modalities and semantic processing were carried out to investigate the issue of whether conceptual knowledge can be represented in different format. Participants were asked to judge the similarity between visual images, auditory images, and olfactory images in the imaginative block, if two items belonged to the same category in the semantic block. Items were verbally cued in both experiments. The degree of similarity between the imaginative and semantic items was changed across experiments. Experiment 1 showed that the semantic processing was faster than the visual and the auditory imaginative processing, whereas no differentiation was possible between the semantic processing and the olfactory imaginative processing. Experiment 2 revealed that only the visual imaginative processing could be differentiated from the semantic processing in terms of accuracy. These results showed that the visual and auditory imaginative processing can be differentiated from the semantic processing, although both visual and auditory images strongly rely on semantic representations. On the contrary, no differentiation is possible within the olfactory domain. Results are discussed in the frame of the imagery debate.

The Role of Sounds and Music in Emotion and Cognition.

It is widely agreed upon that both natural and man-made sounds, including music, profoundly impact our emotions and cognitive abilities, such as our attention, memory, problem-solving, decision-making, and creativity [...].

The Association between Working Memory and Divergent Thinking: The Moderating Role of Formal Musical Background.

Divergent thinking (DT) is widely considered an essential cognitive dimension of creativity, which involves goal-oriented processes, including working memory (WM), which allows for retrieving and loading of information into the attentional stream and, consequently, enhancing divergence of thinking. Despite the critical role of WM in DT, little work has been done on the mechanism affecting this interplay. The current study addressed the involvement of a formal musical background in the relationship between WM and DT and was conducted with 83 healthy young adults (M = 19.64 years; SD = 0.52 years; 33 females). The participants were requested to indicate if they had a formal background in music in the conservatory (M = 4.78 years; SD = 5.50 years) as well as perform the digit span forward test (DSFT) and the alternative uses task-AUT from the Torrance test of creative thinking (TTCT). The results indicated that years of formal musical background moderated the association between WM and DT. These findings suggest that music enhances the positive effect of high-order cognitive processes, such as WM, on the ability to think divergently. Theoretical and practical implications as well as limitations were discussed.

How Do Children "Think outside the Box"? Fluid Intelligence and Divergent Thinking: A Moderated Mediation Study of Field Dependent-Independent Cognitive Style and Gender.

The interplay between fluid intelligence (Gf) and divergent thinking (DT) has widely characterized current research in the psychology of creativity. Nevertheless, the evidence on the main factors involved in this association during childhood remains a matter of debate. Present research has addressed the interplay between Gf and DT, exploring the mediating role of a field dependent-independent cognitive style (FDI) and the moderating effect of gender in 101 children (Mage = 8.02; SDage = 1.43). Participants carried out Raven's Colored Progressive Matrices, the Children Embedded Figure Test, and the Alternative Uses Task. The results revealed the mediating effect of FDI in the association between Gf and DT, providing evidence that this cognitive style represents a function of controlled mental processes underpinned by Gf, which are useful to thinking divergently. In addition, the findings reported that the interplay between FDI and DT was moderated by gender, suggesting that the impact of FDI on DT was stronger among boys. Through a multidimensional approach, these current research findings provide further insight into the primary children's factors involved in the ability to find alternative solutions and think divergently.

Gender differences in the relationship between neuroticism and odor memory.

Given the indications on the relationship between neuroticism and various olfactory functions as well as the emotionality of odor memory, it is surprising that no research so far has investigated whether neuroticism corresponds with odor memory performance. Thus, the purpose of our study was to address this question in the context of gender differences. Participants (73 men) completed the 60-items NEO Five Factor Inventory and participated in 32-items "Test for odor memory". In the separate analyses conducted for men and women, we demonstrated that women outperformed men regarding the number of correct odor recognitions in the odor memory test and had higher neuroticism level than men. Spearman correlation showed further that neuroticism was positively associated with D-prime (R = 0.3, p = .021) and the number of correct odor recognitions in women (R = 0.32, p = .014). This effect was, respectively, moderately (B10 = 5.2) and strongly confirmed using the Bayesian approach (B10 = 8). However, Bonferroni post-hoc correction for multiple comparisons further revealed that in case of neuroticism and the number of hits, as well as D-prime, alpha level was below significance, indicated by p = .006. The correlation between neuroticism level and odor memory performance was significantly higher in women compared to men (Z = 1.8, p = .038), while in case of neuroticism and D-prime, it was on a trend level (Z = 1.5, p = .074). Overall, the present results indicate that neuroticism might be linked to conscious odors' remembering for women, which can be explained by the warning role of odor memory and its connection to limbic structures, as well as by the higher level of neuroticism and odor memory performance in women compared to men.

Can Creativity and Cognitive Reserve Predict Psychological Well-Being in Older Adults? The Role of Divergent Thinking in Healthy Aging.

The maintenance of psychological well-being (PWB) in the older adult population is a pivotal goal for our rapidly aging society. PWB is a multicomponent construct that can be influenced by several factors in the lifespan. The beneficial role of divergent thinking (DT) and cognitive reserve (CR) in sustaining older subjects' PWB has been scarcely investigated so far. The present study aims to investigate the relationships between DT, CR, and PWB in a sample of 121 healthy older adults (61 females; M age: 73.39 ± 6.66 years; M education: 11.33 ± 4.81 years). The results highlight that better DT performance predicts higher CR, which mediates an indirect positive effect of DT on emotional competence, one of the PWB factors. It follows that DT and CR can be considered protective factors in aging, and their effects go beyond cognitive functioning, revealing a positive effect even on some PWB components. The practical implications regarding targeted health interventions for prevention in the older adult population to support well-being and promote healthy aging are discussed.

Working Memory and Divergent Thinking: The Moderating Role of Field-Dependent-Independent Cognitive Style in Adolescence.

Divergent thinking (DT) is considered a key process of creativity. It is supported by different mental processes, ranging from executive functions to cognitive styles. The extent to which these processes jointly contribute to DT is still unclear, especially in adolescence, which represents a developmental stage that involves fundamental changes and restructuring in cognition, emotion, and personality. The present study hypothesises that the field-dependent-independent cognitive style (FDI) moderates the relationship between working memory capacity (WMC). A convenient sample of one hundred adolescents (mean age 18.88 years) was tested in terms of FDI by the Embedded Figure Test (EFT), which requires finding a simple shape as fast as possible within a complex figure. WMC was assessed by the Digit Span Forward Test (DSFT), which requires recalling sequences of numbers in the same order immediately after the presentation. DT was assessed by the Alternative Uses Test (AUT), which requires finding as many uses as possible for common objects. The main result was that the field-independent cognitive style (FI) positively moderated the effect of WMC on DT. This result extends previous findings on the critical role of FDI in real-world creativity, suggesting that FI adolescents better exploit the effect of WMC on DT by using more analytic and associative strategies, focusing on relevant elements when facing a problem, and retrieving conceptual knowledge more efficiently. Implications, limits, and future research directions are briefly discussed.